Teaching social research methods after the critical turn: challenges and benefits of a constructivist pedagogy

Abstract

An increasing challenge for teaching methods courses in the social sciences is the ‘critical turn’, which has encouraged some students to adopt an anti-empirical orientation. We present a case study of a compulsory undergraduate methods course in a political science department strongly influenced by post-structuralist philosophies. The first author redesigned the course to implement four constructivist pedagogical principles: (1) develop a full understanding of students’ pre-existing perceptions of political science research methods; (2) encourage students to see methodology as an inevitably contested field; (3) provide space for students to choose a methodological approach that best aligns with their personal stance on knowledge; and (4) encourage students to view research as an ongoing ‘conversation’. We critically reflect on the implementation of these constructivist pedagogical strategies and argue they improve students’ critical engagement with course material, increase linkages between methods teaching and other disciplinary subject matter, and accommodate diverse student perspectives and needs.

Keywords:

• methods
• political science
• constructivism
• pedagogy
• critical turn

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. We determined this via a review of the syllabi for undergraduate methods courses offered in the top 20 political science departments in the world, as well as the top 10 in Canada, according to the QS World Rankings in 2014 (http://www.topuniversities.com/courses/politics/guide).